COMMUNICATIN
G AND
REPORTING OF
ASSESSMENT
DATA FROM
FEED
Feedback is a specific means that allows the learners
BAC
to determine which part of their performance needs
improvement. It provides specific information to
learners on what they need to do to revise or redo
K
their task in a better way.
FEEDB
01 02
ACK
Feedback during performance
It can be verbal or nonverbal.
Feedback after performance
This is appropriate when learners
are provided another opportunity
to revise and show again the
performance.
TO MAKE FEEDBACK A POWERFUL MEANS
TO HELP LEARNERS IMPROVE, THE
FOLLOWING CAN BECONSIDERED
01. Feedback needs to be specific and concrete. The following are
illustrations of generaland specific feedback.
02. Feedback needs to be based on the agreed criteria.
The criteria serve as a guide to provide feedback on the work.
03. Feedback should provide recommendations or suggestions
on how to improve performance.
DIFFERENT
1. Focus on the product or performance.
FORMS OF
This kid of feedback describes how well the performance was done.
2.Focus on the FEEDBACK
procedure.
This kind of feedback focuses on the step-by-step process that needs to be
done by the learner.
3.Focus on the strategy to improve the work.
Strategies refer to the different cognitive and metacognitive actions that
the learner needs to think about in order to arrive at abetter work or
performance.
How to use portfolios to help learners improve?
One of the important roles of the teacher is to communicate the progress
of the learners based on the learning targets. Progress of the learner is
better communicated if there is a good documentation of their formative
assessment and this can be compiled in a portfolio – a visual
representation on what the learners have achieved from their initial work
to their improved work
Tips in making portfolios as vehicle in communicating
learning progress and areas needing improvement
1. Schedule a time slot to sit beside each child to show
progress in learning.
2.Let the learners reflect on each entry in the portfolio.
3.Let the learners report their observation on the transition
of one work to another.
4.Ask the learners to reflect on the other areas that need
to get continued and improved for the succeeding work.
5.End the conversation with the learners with an
encouragement and a belief that they can improve and
are capable of mastering the task.
The parents are partners in the
child’s learning and
information about the
academic standing of their
child should be communicated
with them. They are needed to
provide further support in their
i t h p a re n t s
learning Meeting w
GUIDELINES THAT CAN
BE FOLLOWED IN
CONDUCTING PARENT
AND TEACHER
CONFERENCES
01 02
Send a letter inviting Greet the parents in
parents for a meeting. a positive tone.
GUIDELINES THAT CAN
BE FOLLOWED IN
CONDUCTING PARENT
AND TEACHER
CONFERENCES
03 04
Let the parents talk. When responding to parents’
concern’s, you may want to
restate or clarify their ideas,
report relevant incidents, or ask
further questions
GUIDELINES THAT CAN
BE FOLLOWED IN
CONDUCTING PARENT
AND TEACHER
CONFERENCES
05 06
When reporting assessment When describing the
results, avoid judging on the performance of the child, use
ability of the child. Focus on the words that are understandable to
performance based on the the patents.
criteria.
PORTFOLIO
ASSESSMENT
1. Content
2. Critical thinking
3. Creative thinking
4. Communication
5. Collaboration
TABLE OF
SPECIFICATIONS
TOS sometimes called
(TOS)a test blueprint,
is a table that helps teachers align
objectives, instruction, and assessment.
TOPIC Instructional REMEMBERING UNDERSTANDING ANALYZING APPLYING EVALUATING CREATING NUMBER OF PERECENTAGE
Time (Hours) TEST ITEMS (%)
Basic 15 1,3,5,10 2,4,6 7,9,15 12,13 8, 14,11 15 50%
concepts,
theories and
principles
Learning 5 18,20 16,17 19 5 17%
targets for
performance
and product
oriented
assessment
Affective 10 23,24 26,29 30 21,22 25,27,28 10 33%
assessment
TOTAL
30 8 7 5 4 6 30 100%
